Promoting Children's Early Mathematical and Statistical Understanding Through Parent-Child Math Games

Basic statistical literacy is essential for understanding and making inferences from information received from external sources and for developing critical thinking skills necessary for engagement in real-world contexts. However, many children and adults struggle with understanding and interpreting data and graphs. Therefore, it is critical to develop engaging, effective methods for teaching early graphing and data analysis, as they have the potential to enhance children’s development of statistical understanding, math, and higher-order thinking skills that remain essential throughout their lifespan. Math games are a common method for teaching math in a way that is engaging and effective for young children. However, few studies have examined games for math content beyond numerical skills. The current study examined the effectiveness of a home-based, experimental graphing game intervention for children’s statistical understanding and math skills. One-hundred-forty-eight 5- to 6-year-old children and their parent were randomly assigned to one of three conditions: graphing board game, graphing card game, or literacy board game, and completed a pretest, 4-week intervention, and posttest. At each test session, children completed statistical understanding and math ability measures. During the intervention, parents and children played games together in their home. Game materials were mailed to families, and families video recorded a session of gameplay at the midpoint of the intervention. Parent and child use of numerical, mathematical, and statistical talk during play were examined. Children in the graphing game conditions improved more than children in the literacy game condition on measures of statistical understanding and arithmetic. Families who played graphing games used more number and math talk during play than families who played literacy games. Talk during play did not relate to gains in statistical understanding or math abilities. These findings provide initial evidence on the effectiveness of games for promoting children’s early statistical understanding, as well as descriptive information about children’s early graphing skills and parent and child engagement in graphing games at home. Results also support the development of play-based interventions and materials to promote children’s early mathematical and statistical skills, with implications for children’s later development and achievement